Reviewing the best practice for the SLT member responsible for SEL/Wellbeing. This NEW course aims to support staff with practical approaches to implementing whole school SEL/Wellbeing provision effectively using the latest educational research. It is particularly useful for SLT, Pastoral Leads, SENCOs, Wellbeing Coordinators.

The day will explain the key aspects of any successful whole school provision, give guidance on auditing current situation and suggestions for how to develop a relevant and effective whole school vision. The day will also include a practical workshop to give delegates an experience of some suggested curriculum content.

This course can also be brought into your school, and tailored accordingly, if required.


  • Clear understanding of SEL/Wellbeing
  • Practical ways for the member of SLT responsible to make an impact on SEL/Wellbeing within the school
  • Further understanding of how a holistic approach to SEL/Wellbeing underpins EVERYTHING in your school
  • Take away template for a meaningful whole school audit
  • Understanding where to go next once priorities have been identified
  • Practical experience of Wellbeing & Resilience learning
COURSE DATES London | Thursday 11 November 2021
  • New and recently appointed Pastoral Leads, and those moving into post in September.
  • Experienced Pastoral Leads.
  • Heads of House/Heads of Year.
  • Pastoral Lead Line Managers.
  • Members of governing bodies, with a brief for wellbeing/mental health, including staff governors.
IN-SCHOOL You can also book this as an in-school course
  • A specially prepared folder of 50+ pages full of detailed notes, practical advice and guidance
  • Notes prepared by the educational experts leading the course
  • CPD Certificate of attendance


10.00 – 11.00am
Ofsted and creating a positive culture and ethos in your school

  • Why foster wellbeing and why is it now recognised as important in OFSTED
  • Avoiding SEL tokenism
  • Impacts of SEL on behaviour, enhanced learning, social and emotional intelligence
  • What staffing do you have to deliver wellbeing in school and when might it happen?
  • Identifying what current staff already do
  • Identifying gaps and prioritising future action

11.00 – 11.20am
Discussion: coffee break

11.20 – 12.15pm
What would an effective SEL/Wellbeing audit look like?

  • Reviewing whole school SEL provision
  • Developing priorities and actions plans from audit
  • Fair and respectful school systems that benefit everyone
  • Case Studies

12.15 – 12.45pm

Best practice examples

  • Examples of school wellbeing & resilience curriculum’s
  • Sharing of best practice in terms of coaching, mentoring and action planning
  • Implementing with understanding
  • Using a Vulnerability Matrix effectively
  • Case studies

12.45 – 1.45pm

Lunch and informal discussion

1.45 – 2.45pm
Starting with you staff – fostering increased understanding and wellbeing?

  • How can a holistic SEL/ Wellbeing programme change a school?
  • Creating a positive staff relationship with SEL
  • Enabling staff to use SEL in lessons
  • Creating opportunities to address SEL skills in lesson

2.45 – 3.15pm
The Mental Health of Marginalised Groups

  • Consider the key areas of change we have seen across the UK with regards to student Mental Health
  • What we can do to support education staff with their own Mental Health during what has been an unpredictable time
  • Investing in Mental Health education and awareness for all staff
  • Rallying staff to contribute to a whole-school approach towards Mental Health
  • Techniques for embedding Mental Health support in Pedagogy

Zia Brooks

has worked as a Senior leader in Secondary Schools for many years being responsible for Teaching & Learning, Safeguarding and Wellbeing.

Kathy Sexton

a Specialist Leader in Education with over 30 years teaching experience in state secondary schools and numerous years experience as an examiner at GCSE level and as a regional and national teacher trainer.

Francoise Fokias

has a depth of experience in schools across South London and Kent, including inner city schools as a classroom teacher, Deputy Head at three schools, a University Lecturer (at Goldsmiths) and an Inclusion Leader.